0. COURSE: Práctica Pedagógica 1. CODE: 160421004 2. PRE-REQUISITE: Metodología de Enseñanza de Lengua Extranjera II (160420701) 3. COURSE DESCRIPTION: This course aims at the application of the knowledge acquired by the students of Modern Languages in the Foreign Language teaching-learning process to be carried out in both primary and secondary education as a teacher training activity. Such knowledge deals with the mastering of the language in the communicative and linguistic competence in both oral and written medium. A second aspect is concerned with the application of the knowledge acquired in the courses on Foreign Language Teaching Methodology I, II, and III, Linguistics, Literature, and other subjects which are to be useful to explain the typical characteristics between the mother tongue and target language altogether with the cultural features. A third aspect comprises the application of theories, approaches, methods, techniques, evaluation principles, selection and use of didactic aids, and research procedures in order to achieve an efficient language teaching-learning in and out of the classroom.
These aspects are going to be involved throughout four main tasks: GENERAL INFORMATION through discussions and readings about teaching-learning affaires, OBSERVATION and DATA ANALYSIS, TEACHING PLANNING, MATERIAL PREPARATION AND EVALUATION, and DECISION MAKING for the primary and/or secondary school language teaching. 4. COURSE OBJECTIVES 4.1 General objectives
To do language teaching planning, its applicability and functionality, the types of materials, aids and means, and the different types of evaluation teaching languages comprises, so that it becomes a meaningful practice.
To observe teachers and students’ performance in the classrooms, and the institution organization to start getting familiarized with the context.
To review theories on language teaching-learning and confront them with the environment where the student-teachers are going to teach the language.
4.2 Specific objectives
To design lesson plans, unit, and course syllabuses based on different aspects according to the modern theories and schools for language learning.
To evaluate the effectiveness of English language teaching textbooks and other English teaching materials.
To design different types of tests to evaluate the different skills and competences.
To discuss and analyze the data collected during the observation and find the possible solutions to the problems found.
To analyze and discuss information on students’ needs, class performance, teaching planning, data analysis, evaluation, research, material design, and decision making.
5. METHODOLOGY Discussion, analysis, explanations, reading reports, workshops, round tables, expositions, and homework are part of the activities done to reach the objectives of the course. The students are required to collect information in the institutions during six weeks by observing English classes, and the school activities. Reports of at least eight classes should be presented to be processed, analyzed, and discussed. The reports on observation must comprise ethnographic and guided procedure, qualitative and quantitative analysis of data, and the conclusions which should deal with the problems found in the group observed, and the suggested supported solutions to them. The final report will be shared with classmates. COMPLEMENTARY PEDAGOGIC WORK (Independent work) 1.Readings: Students need to comply with a series of readings selected for the purpose of complementing the topics included in the contents. 2.Library and Internet Search: Students need to find information in the library and internet depending on the topic dealt at the moment. 3. Workshops: Students will develop some workshop in extra-class time to complement the work done in class. They will need it to either submit it or share it with the students during class time. 4.Essays and written reports: Students will submit these activities depending on the topic as a type of reflection based on readings and talks given by the teacher. 5.Tutorials: Students can book tutorials with the teacher anytime they need it. Schedule will be agreed with the students. 6.Communication through internet: Students will send through email reports and any type of queries they might have dealing with the course and their own learning process. 7.Visits to schools:Students will visit schools to observe teachers with already prepared observation schedules. The purpose of this activity is that students have a closer idea of the school and classroom culture, environment and functioning. 6. CONTENTS
No.
Subjects
Topics
1
Elements of the Ethnographic Observation
Ethnographic Research Ethnographic observation Qualitative and quantitative analysis Guidelines for the analysis of the data Data processing Categorization and hierarchization of data
2
National policies (MEN)
Ley General de Educación (General Law of Education), 1994 Lineamientos curriculares en lenguas extranjeras Estándares básicos de competencias en lenguas extranjeras: inglés (Standards), 2006. Plan Decenal de Educación 2006-2016 Programa Nacional de inglés: 2015-2025 PAMI (Plan de Área Municipal de Inglés)
3
Foreign Language Curriculum and Curriculum Design.
Needs analysis Goals and objectives Syllabus design Methodology CEFR: Common European Framework of Reference. Assessment
4
Materials and aids
Material design Evaluation of textbooks (oral and written materials) Material preparation and selection
5
Evaluation and testing
Evaluation of the four skills according to planning Validity, reliability, Qualitative, quantitative, formative, summative testing. Evaluation and assessment. Testing and evaluation: Types of foreign language tests. Characteristics of good tests.
7. ASSESSMENT
Continuous assessment by means of written assignments, oral reports, observation reports, plans, workshops, homework and tests (100%). Date of works to be agreed with the students.
CRITERIA
%
Observation reports
45
Students´ presentations
25
written assignments
20
Self-evaluation
10
Total
100%
8. HOURS PER WEEK AND COURSE
This course is based on theory and practice which gives it a theoretical and pragmatical nature. 4 hours a week are devoted to develop and deliver the contents of this course and 4 hours a week to develop independent work.
9. SUGGESTED REFERENCES
9.1 Books
Block, D. (2003). The Social Turn in Second Language Acquisition. Georgetown University Press.Brewster, J., Ellis, G. and Girard, D. (2004). The Primary English Teacher’s guide. 5th imp. Pearson.Brumfit, C.J. (1984) Problems and Principles in English Teaching. Language Teaching Methodology Series. Oxford: Pergamon Press.Doff, A. (1988) Teach English: A Training Course for Teachers. Teacher’s Workbook. Cambridge: Cambridge U.P.ELT Journal. (2004) Year of the Younger Learner. Special Collection. Oxford: Oxford University Press.Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Ministerio de Educación Nacional. República de Colombia. 2006.Halliwell, S. (1996). Teaching English in the Primary Classroom. New York. Longman Publishing.Harmer, J. (2005) How to Teach English. England. Longman.Herbert, W. S. and Shohamy, E. (1989). Second Language Research Methods. Oxford: Oxford University Press.Ley General de Educación. Ministerio de Educación Nacional, 1994. República de Colombia.Lineamientos curriculares para Lenguas Extranjeras. Ministerio de Educación Nacional. República de Colombia.Magazine Richmond. Grupo Santillana. Richmond Publishing. Bogotá D.C. 2005.Revista Educación y Cultura de FECODE. Nos. 56 y 61. Bogotá D.C. Printer Colombiana S.A. Septiembre de 2002.Revista Internacional Magisterio. Educación y Pedagogía. No. 24. Bogotá D.C. Editorial Magisterio. Diciembre 2006- Enero 2007.Richards, J. C. and Lockhart, Ch. (1995) Reflective Teaching in Second Language Classrooms. USA. Cambridge U.P.Ur, P. (2006). A Course in Language Teaching. Practice and Theory. Cambridge U.P. U.K. 2006.Valles, M. S. (1997). Técnicas Cualitativas de Investigación Social. Madrid. Editorial Síntesis. 9.2 JournalsElt Journal Tesol Quarterly Applied Linguistics
9.3 Data Basewww.eric-clearinghouse.comwww.proquest.com
UNIVERSITY OF QUINDIO - SCHOOL OF EDUCATION
MODERN LANGUAGES DEPARTMENT
PEDAGOGICAL PRACTICE
COURSE TITLE: Pedagogical PracticeINSTRUCTOR: Jonathan Vela
E-MAIL: jvela@uniquindio.edu.co
MEETING DATES:
Group 1: Monday 4:00 - 6:00 p.m Education 205 / Wednesday 3:00 p.m - 5:00 p.m. Laboratory 2
Group 2:Tuesday 8:00 - 10:00 p.m Basicas 207 / Saturday 10:00 a.m - 12:00 p.m. Ingenieria 501
PROGRAMA DE ESTUDIO
Actualizado febrero 2015
0. COURSE: Práctica Pedagógica
1. CODE: 160421004
2. PRE-REQUISITE: Metodología de Enseñanza de Lengua Extranjera II (160420701)
3. COURSE DESCRIPTION:
This course aims at the application of the knowledge acquired by the students of Modern Languages in the Foreign Language teaching-learning process to be carried out in both primary and secondary education as a teacher training activity. Such knowledge deals with the mastering of the language in the communicative and linguistic competence in both oral and written medium. A second aspect is concerned with the application of the knowledge acquired in the courses on Foreign Language Teaching Methodology I, II, and III, Linguistics, Literature, and other subjects which are to be useful to explain the typical characteristics between the mother tongue and target language altogether with the cultural features. A third aspect comprises the application of theories, approaches, methods, techniques, evaluation principles, selection and use of didactic aids, and research procedures in order to achieve an efficient language teaching-learning in and out of the classroom.
These aspects are going to be involved throughout four main tasks: GENERAL INFORMATION through discussions and readings about teaching-learning affaires, OBSERVATION and DATA ANALYSIS, TEACHING PLANNING, MATERIAL PREPARATION AND EVALUATION, and DECISION MAKING for the primary and/or secondary school language teaching.
4. COURSE OBJECTIVES
4.1 General objectives
4.2 Specific objectives
5. METHODOLOGY
Discussion, analysis, explanations, reading reports, workshops, round tables, expositions, and homework are part of the activities done to reach the objectives of the course.
The students are required to collect information in the institutions during six weeks by observing English classes, and the school activities. Reports of at least eight classes should be presented to be processed, analyzed, and discussed. The reports on observation must comprise ethnographic and guided procedure, qualitative and quantitative analysis of data, and the conclusions which should deal with the problems found in the group observed, and the suggested supported solutions to them. The final report will be shared with classmates.
COMPLEMENTARY PEDAGOGIC WORK (Independent work) 1. Readings: Students need to comply with a series of readings selected for the purpose of complementing the topics included in the contents.
2. Library and Internet Search: Students need to find information in the library and internet depending on the topic dealt at the moment.
3. Workshops: Students will develop some workshop in extra-class time to complement the work done in class. They will need it to either submit it or share it with the students during class time.
4. Essays and written reports: Students will submit these activities depending on the topic as a type of reflection based on readings and talks given by the teacher.
5. Tutorials: Students can book tutorials with the teacher anytime they need it. Schedule will be agreed with the students.
6. Communication through internet: Students will send through email reports and any type of queries they might have dealing with the course and their own learning process.
7. Visits to schools:Students will visit schools to observe teachers with already prepared observation schedules. The purpose of this activity is that students have a closer idea of the school and classroom culture, environment and functioning.
6. CONTENTS
1
Ethnographic observation
Qualitative and quantitative analysis
Guidelines for the analysis of the data
Data processing
Categorization and hierarchization of data
2
Lineamientos curriculares en lenguas extranjeras
Estándares básicos de competencias en lenguas extranjeras: inglés (Standards), 2006.
Plan Decenal de Educación 2006-2016
Programa Nacional de inglés: 2015-2025
PAMI (Plan de Área Municipal de Inglés)
3
Goals and objectives
Syllabus design
Methodology
CEFR: Common European Framework of Reference.
Assessment
4
Evaluation of textbooks (oral and written materials)
Material preparation and selection
5
Validity, reliability,
Qualitative, quantitative, formative, summative testing.
Evaluation and assessment.
Testing and evaluation: Types of foreign language tests.
Characteristics of good tests.
7. ASSESSMENT
Continuous assessment by means of written assignments, oral reports, observation reports, plans, workshops, homework and tests (100%). Date of works to be agreed with the students.
8. HOURS PER WEEK AND COURSE
This course is based on theory and practice which gives it a theoretical and pragmatical nature. 4 hours a week are devoted to develop and deliver the contents of this course and 4 hours a week to develop independent work.
9. SUGGESTED REFERENCES
9.1 Books
Block, D. (2003). The Social Turn in Second Language Acquisition. Georgetown University Press.Brewster, J., Ellis, G. and Girard, D. (2004). The Primary English Teacher’s guide. 5th imp. Pearson.Brumfit, C.J. (1984) Problems and Principles in English Teaching. Language Teaching Methodology Series. Oxford: Pergamon Press.Doff, A. (1988) Teach English: A Training Course for Teachers. Teacher’s Workbook. Cambridge: Cambridge U.P.ELT Journal. (2004) Year of the Younger Learner. Special Collection. Oxford: Oxford University Press.Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Ministerio de Educación Nacional. República de Colombia. 2006.Halliwell, S. (1996). Teaching English in the Primary Classroom. New York. Longman Publishing.Harmer, J. (2005) How to Teach English. England. Longman.Herbert, W. S. and Shohamy, E. (1989). Second Language Research Methods. Oxford: Oxford University Press.Ley General de Educación. Ministerio de Educación Nacional, 1994. República de Colombia.Lineamientos curriculares para Lenguas Extranjeras. Ministerio de Educación Nacional. República de Colombia.Magazine Richmond. Grupo Santillana. Richmond Publishing. Bogotá D.C. 2005.Revista Educación y Cultura de FECODE. Nos. 56 y 61. Bogotá D.C. Printer Colombiana S.A. Septiembre de 2002.Revista Internacional Magisterio. Educación y Pedagogía. No. 24. Bogotá D.C. Editorial Magisterio. Diciembre 2006- Enero 2007.Richards, J. C. and Lockhart, Ch. (1995) Reflective Teaching in Second Language Classrooms. USA. Cambridge U.P.Ur, P. (2006). A Course in Language Teaching. Practice and Theory. Cambridge U.P. U.K. 2006.Valles, M. S. (1997). Técnicas Cualitativas de Investigación Social. Madrid. Editorial Síntesis.
9.2 JournalsElt Journal
Tesol Quarterly
Applied Linguistics
9.3 Data Basewww.eric-clearinghouse.comwww.proquest.com
9.4 Websiteswww.britishcouncil.org
www.lessonplan.com
www.englishbanana.com
www.eslcafe.com
www.colombianteachersnetwork.net
www.forum.com
www.ikala.com.co
http://www.bokcenter.harvard.edu/icb/icb.do
http://ctl.iupui.edu/Resources/main.asp
http://www.umass.edu/cft/
http://www.crlt.umich.edu/
http://tep.uoregon.edu/resources/index.html
http://trc.virginia.edu/
http://www.evergreen.edu/washcenter/home.asp